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The integration of technology in teaching is a crucial requirement to align education with the needs of today's students. However, existing studies indicate that the integration of technology in Islamic Education, particularly in the field of Sirah and Islamic Civilisation, faces challenges due to teachers' lack of exposure and skills. Recognising this gap, this study was conducted to assess the level of technological knowledge among Islamic Education teachers in the teaching and learning of Sirah and Islamic Civilisation, as well as its differences based on teaching experience. This quantitative study employed a survey design, involving 266 Islamic Education teachers in Sabah's daily secondary schools, selected through multi-stage sampling. The research instrument was a 5-point Likert scale questionnaire, which was validated for its validity and reliability. The findings reveal that the overall level of teachers' technological knowledge is at a moderately high level (mean=3.84, S.D=0.68). ANOVA analysis found no significant difference in technological knowledge scores between groups with different teaching experience (F=0.057, p=0.945). The implication is that although teachers' basic digital literacy is satisfactory, the knowledge gap in interactive multimedia instructional material design skills needs to be addressed promptly to ensure optimal technology integration. Specific intervention programmes should be provided to each group of teachers, regardless of experience, so that knowledge gaps can be effectively addressed at every level.
Saili et al. (Sun,) studied this question.